교실 안의 코끼리 길들이기: 번역 이론 교육을 활용한 MT 비판적 분석 수업의 효과 탐색

초록

This study examines whether explicit instruction of Baker’s (2018) equivalence framework shifts learners’ machine translation (MT) revision patterns from micro-level (lexical and grammatical) to macro-level (textual and pragmatic) analysis. Twenty-eight English translation majors at a university in Seoul participated in a 15-week course centered on Baker’s framework. Revision journal data were collected at two points: after grammatical equivalence instruction (ST2) and after textual equivalence instruction (ST3). Data were analyzed using keyword frequency analysis and qualitative coding. The group-level micro/macro revision ratio reversed from 64.1%/35.9% at ST2 to 39.6%/60.4% at ST3. Purposive sampling identified a growth group (n=3) that actively employed Baker’s textual and pragmatic concepts—namely theme-rheme, cohesion, and reiteration— as explicit metalanguage at ST3, and a stagnant group (n=3) that maintained micro-dominant patterns despite identical instruction. These findings suggest that Baker’s equivalence framework can serve as effective metalanguage for developing MT literacy, and the study serves as an empirical follow-up to Lee’s (2013) pedagogical recommendations in Korean undergraduate translation education.

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